IJADworking


 * Timeline:**

**Date****Task** **Person** 18 March 2011 Abstract for your article and list of possible reviewers All 28 May 2011 Submit draft paper for internal review among team If you want to 24 June 2011 Internal reviews sent back to authors Those doing this 30 July 2011 Submit paper for IJAD peer review All 7 Oct 2011 IJAD reviews sent back to authors Trevor & Catherine 30 Nov 2011 David & Deandra submit paper for review David & Deandra 16 Dec 2011 Submit revised version of papers All 3 Feb 2012 Full set of papers sent to commentators Trevor & Catherine 16 Mar 2012 Commentaries returned Commentators 27 April 2012 Write editorial Catherine & Trevor 8 June 2012 Submit finalised copy to IJAD editors Trevor & Catherine Aug 2012 Issue 17: 3 will be published IJAD

6 x 6000 word papers ; 2 x 1500-2000 word commentaries ; 1 x 1500 word editorial 3 papers from symposium and 1 from Bev 1 dialogic paper – drawing on Japanese (my colleague in Nagoya, Tatsuya Natsume), Ethiopian (my doctoral student, Tefera Tadesse Jimma); a contact of yours from the Caribbean 1 more papers – approach CAD list 2 commentaries – 1 from an unusual source (eg. former Vice Chancellor (I think they’re called Vice Presidents in Canada) and academic developer, Ingrid Moses from Australia); I think we also thought about Dave Boud as someone who was in the ICED audience and whose work is very well known and respected. I’ve also got notes on Michael O’Rourke from Ireland and Denis Berthaukne based in Switzerland (originally from Quebec). Maybe commentators … **//Authors//** **//Title//** **//Possible reviewers//** **//Notes/Editor//**

6 x 6000 word papers; 2 x 1500-2000 word commentaries; 1 x 1500 word editorial 3 papers from symposium and 1 from Bev 1 dialogic paper – drawing on Japanese (my colleague in Nagoya, Tatsuya Natsume), Ethiopian (my doctoral student, Tefera Tadesse Jimma); a contact of yours from the Caribbean 1 more papers – approach CAD list 2 commentaries – 1 from an unusual source (eg. former Vice Chancellor (I think they’re called Vice Presidents in Canada) and academic developer, Ingrid Moses from Australia); I think we also thought about Dave Boud as someone who was in the ICED audience and whose work is very well known and respected. I’ve also got notes on Michael O’Rourke from Ireland and Denis Berthaukne based in Switzerland (originally from Quebec). Maybe commentators …

Abstracts The [im]possibilities of neutrality: metaphors of nation for academic developer identities Universities are geopolitical spaces. Within the territorial spaces of post-secondary institutions, it is often said that academic development should be ‘like Switzerland’, meaning ‘neutral’ in contrast to other university zones. We argue that, the neutral zone in which academic developers work is a kind of fictional truth which allows us to operate without owning our actions in real terms. This paper will explore the tropes of neutrality and engagement, also exploring other less dominant forms of neutrality (e.g. Ireland or Iceland) and other metaphors of national identity that can be applied to academic development in order to question what possibilities these tropes open up and close down. Drawing on the experiences of academic developers working in Canadian and Australian contexts, this paper seeks to interrogate similarities and differences in these two national settings and to explore whether other metaphors, such as the international relations notion of ‘middle powers’ (used particularly during the Cold War) or the post-colonial concept of the ‘contact zone’ (Pratt, 1992) may offer productive alternatives.

Academic Development: Disruptive Cartography in Knowledge Communities Drawing on cartography, participatory mapping, and democratic and progressive approaches to urban design, this paper offers academic developers and other denizens of knowledge communities a variety of lenses through which to consider how people engaged in the creation of knowledge navigate, or fail to navigate, the spaces in which they think, live, work and learn. It explores the potential of cartographically-inspired thinking to rupture the assumptions and formal maps of the “knowledge metropolis” that is a post-secondary institution, using as example such complexities as the circulation and ownership of knowledge, the regulated and unregulated traffic of knowledge seekers, the problems of the intellectual downtown core and academic versions of the big box store, of livable streets and epistemic expressways. It argues that academic development is a particularly propitious site for this work and for the facilitation of participatory institutional mapping as a tool for collective reflection, empowerment, and engagement, because of the developer's freedom to move across and between the conventional as well as the submerged divisions within academic communities.

Investigating the non-neutrality of academic development tools Academic developers are often positioned as intermediaries who wield value-neutral tools—language, models, and techniques—to foster change in university teachers. The developer is encouraged to perceive herself as a tool, preserving her neutrality by obeying a code of ethics that values abstract principles, unilateral giving, detachment, impartiality, and equality above authenticity and moral obligation. We challenge the neutrality of academic developers and their tools in a variety of higher education contexts by examining their underlying assumptions. Variations in neutrality occur in relation to where academic development units sit within institutional structures, the organizational purposes that consultants are asked to carry out and the power differentials, the influence of communities of practice, and the interplay of practical, technical, and emancipatory human interests that are prevalent in academic development work. By helping readers to recognize the improbability of neutrality in academic development work, the authors seek to open the way to constructive reflection, intentional practice, and ethical consulting choices.

Precarious yet productive? Academic developers on the margins Previously, we developed a theoretical framework drawing on Stonequist's (1937/1961) study of migration and marginalization to explore how marginality might account for academic developers’ "hybrid" academic identities and to help us navigate our institutions' power dynamics. Stonequist sees marginalized individuals adopting roles in which they identify with the subordinate group, interpret for the subordinate and dominant groups, or assimilate into the dominant group. Based on data from semi-structure interviews, this empirical study reports on the extent to which the model captures the tensions experienced by developers from multiple countries in their working lives.

New Faculty, Disciplinarity, and the Political Cartography of Teaching Excellence: A Dialogue in Three Parts By way of a dialogue on the geopolitics of instructional development, a faculty member in a department of philosophy and a staff member in a teaching support unit explore the ways in which their departments constitute themselves as university places with particular identity dimensions among the citizenry. They share their impressions about the various cartographic, linguistic, and economic metaphors that have been made material for them and their respective units in their four years at the institution. [do we say anything about home and abroad in humanities while living in a world that privileges the STEM disciplines??]

The political geographies of academic development in Japan, Ethiopia and Jamaica: a dialogue Academic development has different histories, trajectories and geographies around the globe. This dialogic paper explores the political geography of academic development in Japan, Ethiopia and Jamaica. It provides different responses to issues of neutrality of academic development units and outlines the history, politics and current situation of academic development in three very different contexts.